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STUDY Two
learning motivation of learners suggests that they realize the importance of
the English language, thus, the importance of EFL learning, but they are sim¬
ply not necessarily motivated to put much effort into in-school EFL learning
because these lessons may be less interesting and entertaining than engaging
in EE activities. Of course, this does not mean that school-based or institu¬
tional education is ineffective; these data only reflect students’ own perceptions
about in-school EFL lessons.
Participants were also asked whether EE activities are involved and in¬
corporated into EFL lessons at school, the results of which are presented in
Table 22.
Table 22. The mean scores and standard deviations of the scales measuring
the incorporation of EE activities in EFL lessons
Scales M SD
EFL learners’ willingness to include their own extramural English | 3.52 85
interests into EFL lessons
EFL teachers’ willingness to include learners’ EE interests into EFL | 2.79 95
lessons
EFL teachers’ willingness to map learners’ EE interests 2.25 1.04
Based on the participating student’s perceptions, the results show that
students try to involve their own EE interests in EFL lessons at school. On the
other hand, EFL teachers do not seem to incorporate students’ EE interests
into EFL lessons regularly and do not necessarily attempt to map students’ EE
activities. Consequently, it may be concluded that although there would be a
need for students to include their own EE activities in EFL lessons at school,
EFL teachers may be less open towards this. Yet, it is important to emphasize
that these are just secondary school students’ perceptions, and in order to get
a more sophisticated picture, it is also important to investigate EFL teachers’
perceptions about how often they think they try to map students’ EE activities
and how often EE activities are involved in EFL lessons (cf. Study Three).
5.5.6 Individual learner differences
In the second half of the presentation of the results of Study Two, the aver¬
ages of the scales measuring individual L2 learner differences are presented.
First, L2 learning motivation and its related scales are introduced; this is fol¬
lowed by the description of the scales measuring L2 anxiety and L2 willingness
to communicate.
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